디자인 학습윤리 교육이 디자인 교육에 미치는 영향 - 디자인 역량을 중심으로

This study aims to examine design students’ perceptions of ethics education in design learning, investigate the impact of ethical competencies on design competencies, and explore the mediating role of design self-efficacy. Additionally, it analyzes the moderating effects of prior ethics education experience and the timing of ethics education to identify effective integration strategies within design curricula. A survey was conducted, and the collected data were analyzed using SPSS 21.0 and AMOS 19.0 for descriptive statistics, exploratory factor analysis, reliability analysis, correlation analysis, path analysis, and multi-group path analysis. The main findings are as follows. First, students preferred in-person special lectures for ethics education and viewed lower-year coursework as the best timing. Second, general ethical competencies regarding design had a significant positive effect on overall design competencies-including creative planning, analytical thinking, and problem solving/ execution with design self-efficacy partially mediating this effect. Third, prior ethics education experience did not moderate the relationship between ethical and design competencies. Fourth, when verifying the moderating effect based on the timing of ethics education in design learning, it was found that the influence of general ethical competencies on the design competencies of analytical thinking and problem-solving/execution was greater in the mid-to-late-term education group than in the early-term education group, confirming a partial moderating effect based on the timing of ethics education.